What Do Schools Need To Know……………..?

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In 2006 the Education Select Committee described the SEN system as ‘not fit for purpose.’ This led to five separate inquiries conducted between 2007 and 2010 including the Lamb Inquiry: special educational needs and parental confidence. In March 2011 the Government published the SEN Green Paper that promised the ‘biggest reforms to SEN in 30 years.’ It was not until 15 May 2012 that the Government issued their response to the SEN Green Paper. On 4 February 2013 the Government issued the Children and Families Bill, Part 3 of which would cover the new legal duties for children with SEN in England. On 13 th March 2014 the Children and Families Act gained royal assent and is due to be implemented in September Background

Key principles of the Children and Families Act The Act promotes the participation of parents in decision-making about SEN. The Act focuses on outcomes and improving progress for children and young people with SEN. The Act requires a joint approach across all agencies; education, health and social care will be required to cooperate at a local level to meet a child’s needs.

Changes in Assessment and Planning Statements will be phased out from September 2014 and will be replaced by Education, Health and Care Plans. EHC plans will extend from birth to 25. School Action and School Action Plus will be replaced by SEN support. Academies will be covered by the same statutory requirements as maintained schools.

What schools need to know 1. Identification The C&F Act 2014 s.20 defines a child or young person as having a special educational need when they have either a learning difficulty or disability and they need special educational provision (SEP) to be made for them. SEP is defined as any education or training provision that is additional to, or different from that made generally for others of the same age in mainstream schools. Behaviour, Emotional and Social Difficulties has been replaced by Social, Emotional and Mental Health. What schools need to do Review the school’s current SEN register and provision. Ensure that all children on the register are receiving support that is additional to or different from others nationally in mainstream schools or post 16 institutions.

Identification

10 SENCO teaching assistants

What schools need to know: 2. One single category for SEN School Action and School Action Plus have now been removed and have been replaced with ‘SEN Support.’ It is up to the school how it organises this support, but the draft Code recommends a graduated approach and a cycle of action that includes: Assess – the child or young person’s needs. Plan – what you need to do. What provision is needed and what will the outcome be? Do – put the provision in place. Review – the difference that the support has made. What schools need to do: Review the school’s current support and interventions. Is there a graduated approach to support? Do interventions follow the cycle of assess, plan, do, review? Focus on outcomes

Best 8 inc. Eng & Maths showing spread by SEN

Progress by SEN type Progress by subject Progress of the individual English

What schools need to know: 3. Targets and individual plans for students with SEN There is no mention of IEPs (Individual Education Plans) within the draft Code of Practice. However, schools are still required to keep clear records of a child’s SEN, the provision put in place for them and the difference that support will make. If schools have a successful record keeping system for students, they may choose to retain their current format. There is now more flexibility for schools to record support, outcomes and progress in a way that they think would most benefit students. Progress must be reviewed at least termly with the class teacher and parents, with support from the SENCO. What schools need to do: Review your current format for record-keeping and individual plans for students with SEN. Share the outcomes of support with parents at least termly.

Evidence Based Interventions Greg Brooks, What works for Children with Literacy Difficulties, 4 th Edition

What schools need to know: 4. The Local Offer and the SEN Information Report There is now a duty on Local Authorities to identify, collate and disseminate information about locally available provision which can be accessed, through a clear website, by all stakeholders. Expertise available within a school setting should be included within the Local Offer, to make best use of local expertise. Under the C&F Act 2014 s.69 the governing bodies of schools and nurseries, including academies, must publish an SEN information report. This is likely to include details of expertise available, the school’s approach to SEN, how it accesses outside agency support and admission arrangements for children with SEN. What schools need to do: Plan the development of our SEN information report ready for posting on your website. Take the opportunity to review the balance of our provision. Does it cover the four areas of SEN? ①Communication and Interaction ②Cognition and Learning ③Social, Emotional and Mental Health, ④Sensory and/or Physical needs

Four Key Areas of SEN Cognition & Learning Dyscalculia Visual Impairment Hearing Impairment Speech, Language and Communication Needs Autistic Spectrum Disorders OCD Attachment Disorders Dyslexia Sensory & Physical Social, Emotional & Mental Health Communication & Interaction Balanced Provision

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Four Key Areas of SEN Cognition & Learning OCD Sensory & Physical Social, Emotional & Mental Health Communication & Interaction Provision in Reality

Four Key Areas of SEN Cognition & Learning Primary Trained Teacher PD Teaching Assistant Occupational Therapist SLCN TA Speech and Language Therapist Clinical Psychologist Counselor Dyslexia Teacher Sensory & Physical Social, Emotional & Mental Health Communication & Interaction Balanced Provision

Cognition & Learning Moderate Learning Difficulties Dyslexia Balanced Provision Individual Group Classroom

What schools need to know: 5. Leadership of SEN “Teachers are responsible and accountable for the progress and development of the students in their class, even where students access support from teaching assistants or specialist staff.” (Draft CoP 6.5) The draft Code of Practice places responsibility for SEN in the hands of class teachers. The draft Code says that SENCOs are particularly effective when they are a member of the school’s leadership team, although there is no legal duty on schools to place the SENCO on SLT. Under the C&F ACT 2014 s.66 governing bodies of schools must use their ‘best endeavours’ to secure that special educational provision (SEP) is made for a student that needs it. This is a direct legal duty on them as a body. What schools need to do: Ensure governing bodies are aware of their legal duties. Provide training for staff on the Code of Practice and ensure they are aware of their responsibilities for students with SEN. Ensure SENCOs work strategically, alongside teachers and departments to improve outcomes for students with SEN.

The UK Spectrum of SEN…

5 key SEND categories for mainstream teachers: autism spectrum disorders (ASD); dyslexia or specific learning difficulties (SpLD); speech, language and communication needs (SLCN); Behavioural, Emotional and Social Difficulties (SEMH from Sept 2014); moderate learning difficulties (MLD). 25

Matching Exercise 26 SEN Type Can find it difficult to… It can help to…

27 SENCan find it difficult to:It can help to: Speech, Language & Communication Needs (SLCN) Communicate with others Understand what is said to them Form words and construct sentences Explain words that are ambiguous Enable pupils to see what you say Offer scaffolding e.g. sentence starters Specific Learning Difficulties such as Dyslexia (SpLD) Hear and analyse the sounds within words Recall verbal instructions Process verbal information Keep instructions clear, short and simple Display key subject vocabulary and refer to it Limit copying from the board Autistic Spectrum Disorders (ASD) Engage with others and make friends Engage in imaginative play & activities Understand jokes, sarcasm and body language Build tools for routine such as timetables, signals for change Use noise reduction techniques such as visual volume systems Take care with pupil grouping Social, Emotional and Mental Health (SEMH) Overcome issues of trust with peers and adults Manage high levels of anxiety effectively Function in group situations Plan well-paced tightly focused lessons Use a seating plan Ensure behaviour policies are transparent, frim and fair Moderate Learning Difficulties (MLD) Mix with their regular peer group Acquire basic skills in reading, writing and numeracy Apply their learning to new situations Keep written tasks short and structured Keep instructions clear and simple Provide a multi-sensory approach to learning

29 Additional Considerations for Governors We are seeing an increase in children with physical and sensory needs attending the school. These include children requiring 1-1 due to health and safety. LPA is taking on increased responsibility and has also contributed significantly to the work of the wider school system. TEK and SHA reduced days. DB £18,000 statement on top of notional funding requires 1-1 upport. Replacement of DP rejected.